EDF5648 - Instructional design: Harnessing digital technologies for learning - 2018

This unit is directed at educators across school, tertiary, workplace and community settings who are grappling with how best to design, facilitate and assess the use of educational technologies in teaching and learning. To support this, the unit explores theories, models and practical strategies of instructional design that are drawn from cognitive and behavioural psychology, sociocultural theory and emerging models of digital engagement. Students are immersed in a collaborative and student-centred environment as they experience, practise and critique the design of digital technologies, materials, activities and assessments. This unit has a special focus on online teaching and learning but also explores instructional issues relating to emerging technologies and practices, for example, social media, digital games, mobile devices, virtual worlds and augmented reality. The unit is designed for all students regardless of their familiarity with computers.

Upon successful completion of this unit students should be able to:

1. apply theories, models and practical strategies of instructional design
2. critique and improve upon the design of digital technologies and materials, including interface, structure, values, content, activity and assessment
3. describe applications of virtual learning environments, wikis, forums, social media and other digital technologies for the purpose of learning
4. discuss current and emerging trends in digital technologies and the implications for instructional design
5. critically evaluate research and practice in instructional design.

Compendium (3500 words or equivalent, 40%)

Essay or project (4500 words or equivalent, 60%)

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

1. Contact hours for flexible students:
   • 12 contact hours and 24 hours equivalent of online activities over the semester or
   • 36 hours equivalent of online activities over the semester
2. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 14 hours of online study per term
3. Additional requirements (all students):
   • independent study to meet the minimum required hours per semester

See also Unit timetable information

Required for Master of Education in:

Digital learning

Option for Master of Education in:

Expert teaching practice

General education studies

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education